CLIL In-Class Flip Lesson

Name: Martha Ramirez Subject: Science Grade: 6th Date:--- Time: 2 hours
What are you going to teach?

CONTENT LANGUAGE
INSTRUCTION PRACTICE INSTRUCTION PRACTICE

● Identify three types of
volcanoes and their
characteristics
● Identify the structure of a news
report
● Compare types of volcanoes ● Use comparative adjectives for ● Use comparative adjectives to
● Read about volcanoes and comparative descriptions compare types of volcanoes
answer comprehension ● Use vocabulary regarding ● Create a news report
questions volcanoes to provide describing a volcano eruption
● Analyze the structure of a news descriptions
report
STATION PLANNING

The station work will be sequenced. Students must complete each one to work on the next one. The teacher will be monitoring the work and
providing support as students advance from one to the other.

Station 1: Individual

Video explanation about types of volcanoes. Students watch the video and take notes of the characteristics of each type of volcano. Along with the
video, students are provided with a glossary of important terms related to volcanoes.

Station 2: Individual
Infographic with explanation about comparative adjectives formation. Students will read and analyze the explanation and complete a short cloze
exercise in the same station. If they have doubts, the teacher will be attentive to clarify.

Station 3: pair work

In pairs, students complete a Venn diagram comparing the three types of volcanoes they learned about in station 1. They must use comparative
adjectives (learned in station 2) for this task.
Station 4: pair work

In the same pairs as in station 1, students do a reading comprehension activity about volcanoes. They must read and answer some questions. When
they are done, they will check their answers with the answer key.

Station 5: group work

Students will form groups that have been preassigned for this station. They watch a news report about a volcano eruption and analyze its structure
and the language use so they can replicate it. Students must take notes of what they find and when they are done, they will compare their analysis
with an answer key of the structure (found within the station) and make corrections of the structure (if necessary). This is the basis for the work in
station 6.

Station 6: group work

In the same groups as in the previous station, students will now put what they have learned into practice by creating a news report about a volcano
eruption. For this task, they must follow the news report structure of their analysis in station 5, and they must use the language style as well as
comparative adjectives (e.g. describing how this volcano is more devastating than other volcano eruptions around the world) and the volcano terms
from the glossary they learning in station 1.
Resources:
Station 1: Video and glossary of volcano terms
Video: https://www.youtube.com/watch?v=jPt8xVOM-tc

Glossary: https://drive.google.com/drive/folders/1WamqpYBz-k3RWJFxhzTUZAWCbYZ73uGL

Station 2: infographic and cloze exercise worksheet

Infographic https://pin.it/59kX4qM

Comparative: https://agendaweb.org/exercises/grammar/comparison/comparative-superlative-4

                                                                                               Lesson format design by Martha Ramirez (2021)

 Station 3: Venn diagram worksheet

https://www.readwritethink.org/sites/default/files/resources/printouts/Venn3Circles.pdf

Station 4: Reading comprehension activity and answer key

https://drive.google.com/drive/folders/1WamqpYBz-k3RWJFxhzTUZAWCbYZ73uGL

Station 5: List of preassigned groups, news report video, answer key of structure
News report video: https://www.youtube.com/watch?v=Ylsq4nmumzE
News structure analysis sheet: https://drive.google.com/file/d/1-Du6iQOuZJrt0NYzCoO6l3L-8l8QJU2D/view?usp=sharing

Answer key of structure: https://drive.google.com/file/d/17a4cHAwtUeb-NSos32qAZNT3UVz2WK8B/view?usp=sharing

Station 6: Students notes from previous stations

Note:
1) If the stations are in a face to face setting, computers or mobile phones will be needed to access the videos from stations 1 and 5.

2) If the stations are virtual, then all the content can be provided through links and the design of the stations can be made digital. For pair and group
work, students will need to use a collaborative platform to complete the tasks from stations 3 to 6.

3) If the stations are in a hybrid class, then the teacher must have the resources described in the previous two settings all at one. Some students will
be connected while other will be present in the physical classroom.
Comments: Students will present their news report next class.

Lesson adapted from Mehisto, P., Marsh, D., & Frigols, M. J. (2012). Uncovering Clil: content and language integrated learning in bilingual and multilingual
education. Macmillan Education. Chapter 3.

                                                                                               Lesson format design by Martha Ramirez (2021)